<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000400319</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PARTICIPAÇÃO DE ESTUDANTES COM SÍNDROME DE DOWN NAS AULAS DE EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[PARTICIPATION OF STUDENTS WITH DOWN SYNDROME IN PHYSICAL EDUCATION CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[PARTICIPACIÓN DE ESTUDIANTES CON SÍNDROME DE DOWN EN LAS CLASES DE EDUCACIÓN FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Amanda Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bergmann]]></surname>
<given-names><![CDATA[Mauren Lúcia de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Copetti]]></surname>
<given-names><![CDATA[Jaqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa PPG Educação em Ciências: Química da Vida e Saúde ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>319</fpage>
<lpage>346</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo tem como objetivo verificar se os estudantes com Síndrome de Down de um município da Fronteira oeste do RS participam das aulas de Educação Física, descrevendo como ocorre esta participação, e de que forma os pais/responsáveis e os professores de Educação Física desses alunos entendem e contribuem para o processo inclusivo dos mesmos, nas aulas de Educação Física escolar. Para tanto, participaram do estudo quatro estudantes com Síndrome de Down de duas escolas públicas e uma privada, quatro pais/responsáveis e três professoras de Educação Física. Foram realizadas entrevistas semiestruturadas com todos os participantes do estudo, bem como, empregada observação sistemática das aulas, de forma direta e não participante, para aqueles estudantes que participavam das aulas de Educação Física. Verificou-se que apenas duas estudantes, matriculadas em instituição privada de ensino, frequentam as aulas de Educação Física, mas essa participação não ocorre de forma efetiva. Ainda, identificou-se que a abordagem do professor de Educação Física e a escolha dos conteúdos, contribuem para a não participação do estudante com Síndrome de Down nas aulas de Educação Física escolar. Frente à realidade encontrada, percebe-se que ainda existem muitas barreiras para que a participação de estudantes com Síndrome de Down nas aulas de Educação Física aconteça de forma efetiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed to verify if students with Down Syndrome of the municipality of Uruguaiana/RS participate in Physical Education classes, describing how participation occurs and how the parents/guardians and Physical Education teachers of these students understand the process inclusion criteria. Four students with Down Syndrome from two public and one private schools, four parents/guardians and three Physical Education teachers participated in the study. Semi-structured interviews were conducted with all participants of the study, as well as systematic observation of the classes, directly and non-participant, for those students who participated in the Physical Education classes. It was verified that only two students, enrolled in a private educational institution, attend Physical Education classes, but this participation does not occur in an effective way. Also, it was identified that the approach of the Physical Education teacher and the choice of contents, contribute to the non-participation of the student with Down Syndrome in the classes of Physical Education. Faced with the reality found, it is noticed that there are still many barriers to inclusion of students with Down Syndrome in Physical Education classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tiene como objetivo verificar si los estudiantes con Síndrome de Down del municipio de Uruguaiana/RS participan en las clases de Educación Física, describiendo cómo ocurre la participación y de qué forma los padres/responsables y los profesores de Educación Física de esos alumnos entienden el proceso de inclusión de los mismos. Para ello, participaron del estudio cuatro estudiantes con Síndrome de Down de dos escuelas públicas y una privada, cuatro padres/responsables y tres profesoras de Educación Física. Se realizaron entrevistas semiestructuradas con todos los participantes del estudio, así como fue empleada la observación sistemática de las clases, de forma directa y no participante, para aquellos estudiantes que participaban en las clases de Educación Física. Se verificó que sólo dos estudiantes, matriculados en institución privada de enseñanza, frecuentan las clases de Educación Física, pero esa participación no ocurre de forma efectiva. Se identificó que el abordaje del profesor de Educación Física y la elección de los contenidos, contribuyen a la no participación del estudiante con Síndrome de Down en las clases de Educación Física. Frente a la realidad encontrada, se percibe que todavía existen muchas barreras para la inclusión de estudiantes con Síndrome de Down en las clases de Educación Física.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física escolar]]></kwd>
<kwd lng="pt"><![CDATA[Síndrome de Down]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Physical Education in School]]></kwd>
<kwd lng="en"><![CDATA[Down Syndrome]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Física escolar]]></kwd>
<kwd lng="es"><![CDATA[Sindrome de Down]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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